Emotional Intelligence and Leadership Effectiveness in Jordanian Schools: An Inclusive Study Using Structural Equation Model

Abstract

This research explores the relationship between emotional intelligence and leadership effectiveness within Jordanian public schools, aiming to enhance educational outcomes. Using a quantitative approach with a sample of 193 school principals, the study reveals that emotional intelligence dimensions, including self-awareness, self-management, social awareness, and relationship management, significantly and positively impact leadership effectiveness. Notably, emotional intelligence levels among school leaders are high, while leadership effectiveness is moderately rated. As a result, the research underscores the importance of school leaders prioritizing their development in emotional intelligence through tailored training programs. However, it recognizes potential limitations and highlights the need for future research to explore context-specific nuances, employ more objective measurement methods, and investigate the long-term impact of emotional intelligence initiatives on educational outcomes and school culture.